K12ELA007: English Language Arts 7

Unit 5: Figurative Language, Poetry, and FantasyIn this unit, you will learn about specific types of figurative
language and how they are used in literature. You will analyze poems,
stories, myths, and tall tales to discover the influence figurative
language-as well as other playful language, like exaggeration-has
on literature. You will practice writing metaphors, similes, and other
types of figurative language and play games to master the different
parts of words (prefix, suffix). You will read some classic Greek myths
and American tall tales, both great influences on modern literature and
media.

Unit 5 Time Advisory
Completing this unit should take approximately 35 hours and 30
minutes.

☐ Subunit 5.1: 4 hours and 45 minutes

☐ Subunit 5.2: 7 hours and 45 minutes

☐ Subunit 5.2.1: 3 hours and 15 minutes

☐ Subunit 5.2.2: 2 hours and 15 minutes

☐ Subunit 5.2.3: 2 hours and 15 minutes

☐ Subunit 5.3: 5 hours and 45 minutes

☐ Subunit 5.3.1: 2 hours

☐ Subunit 5.3.2: 45 minutes

☐ Subunit 5.3.3: 2 hours and 15 minutes

☐ Subunit 5.3.4: 45 minutes

☐ Subunit 5.4: 10 hours

☐ Subunit 5.4.1: 2 hours

☐ Subunit 5.4.2: 1 hour and 45 minutes

☐ Subunit 5.4.3: 1 hour

☐ Subunit 5.4.4: 4 hours

☐ Subunit 5.4.5: 1 hour and 15 minutes

☐ Subunit 5.5: 5 hours and 45 minutes

☐ Subunit 5.5.1: 1 hour and 30 minutes

☐ Subunit 5.5.2: 30 minutes

☐ Subunit 5.5.3: 1 hour and 15 minutes

☐ Subunit 5.5.4: 1 hour and 15 minutes

☐ Subunit 5.5.5: 1 hour and 15 minutes

☐ Unit Review: 1 hour

☐ Unit Checkpoint: 30 minutes

Unit5 Learning Outcomes
Upon successful completion of this unit, you will be able to:
- Define figurative language and its purpose.
- Define, identify, and write examples of simile, metaphor, hyperbole,
personification, and onomatopoeia.
- Analyze poems for structure and use of figurative language.
- Identify themes in poems and how language can affect emotion.
- Analyze a short story for themes, identifying figurative language.
- Define unfamiliar vocabulary in texts.
- Use content details to support analysis of poems, stories, myths,
and tall tales.
- Explain “hubris” and other common themes in Greek myths.
- Define exaggeration and identify how playful language is used in
tall tales.

5.1 Introduction to Figurative LanguageThis subunit will serve as an introduction to figurative language, also
known as “picture language.” Figurative language is often used in poetry
and literature to add special effects, like increasing the senses
(taste, sound, etc.) or making comparisons. After completing this
subunit, you will be able to define and identify figurative language,
including the most common types of figurative language that are often
found in literature.

Instructions: Read the article on figurative language. Take notes
on the types and their definitions, and then watch the four videos
that follow. If possible, share your thoughts on figurative language
with a friend or relative. When you are finished, click on the three
links under “Step 1” in the “Follow Up Discussion” section to read
what other students have said about figurative language.

5.1.2 Types of Figurative LanguageIn this subunit, you will learn about five of the most common types of
figurative language used in literature: simile, metaphor, hyperbole,
personification, and onomatopoeia. After learning about each type of
figurative language, you will be able to identify them in literature and
understand how figurative language contributes to the meaning of a poem
or story.

Instructions: As you read this article about similes, take notes on
the definition of a simile and a few of the given examples. When you
are finished reading and taking notes, write down five original
examples of similes. For the original examples, use five ordinary
items from the room that you are in.

Reading this article and completing this activity should take
approximately 45 minutes.

Instructions: Read the section on metaphors (skip the simile
section), taking notes on the definition of a metaphor and a few of
the given examples. When you are finished reading and taking notes,
write down five original examples of metaphors. For the original
examples, use five ordinary items from the room that you are in.

Reading this selection, taking notes, and completing this activity
should take approximately 45 minutes.

Instructions: Read this article and watch the video on hyperbole.
Take notes on the definition of hyperbole and a few of the given
examples. When you are finished reading and taking notes, write down
five original examples of hyperbole. For the original examples,
describe five people that you know using hyperbole.

Reading this article, taking notes, and completing this activity
should take approximately 45 minutes.

Instructions: Read this article on personification. Take notes on
the definition of personification and a few of the given examples.
When you are finished reading and taking notes, write down five
original examples of personification. For the original examples, use
five things that you can see outside your window.

Reading this article, taking notes, and completing this activity
should take approximately 45 minutes.

Instructions: Read this article on onomatopoeia. Take notes on the
definition of onomatopoeia and a few of the given examples. When you
are finished reading and taking notes, write down five original
examples of onomatopoeia. For the original examples, use household
appliances and devices, describing the sounds they make.

Reading this article, taking notes, and completing this activity
should take approximately 45 minutes.

5.2 PoetryIn this subunit, you will read and analyze three unique poems. You will
analyze how structure and language, including figurative language,
contribute to the effectiveness of the poems. You will also identify
specific examples of figurative language that occur in the poems.

Instructions: Read the short biography on Lewis Carroll, the author
of Alice’s Adventures in Wonderland. Open the link for the poem
“Jabberwocky” and read it twice: once silently and a second time
aloud. Print out a copy of the poem. As an alternative to printing,
you can bookmark the poem so that you can easily return to it for
later review. Next, watch the accompanying video. When finished, you
will complete the activities in the next subunits to further analyze
the poem.

Reading these selections, watching the video, and completing this
activity should take approximately 45 minutes.

5.2.1.1 Structure of “Jabberwocky”
- Activity: Patterns in “Jabberwocky”
Instructions: Reread “Jabberwocky.” Since the poem reads like
gibberish, it is interesting to see that it is actually carefully
structured and crafted. Take your printed copy of the poem and
underline rhyming words (use different colors to separate pairs of
words) and jot down the number of syllables after each line. Answer
the following questions in a paragraph:
Did Carroll use similar syllable patterns on purpose or was it just
a coincidence?
How can you tell?

Reading these selections and completing this activity should take
approximately 30 minutes.

Instructions: “Jabberwocky” can be difficult to understand because
of the many words that Carroll made up. Print the “Poetry Analysis
Sheet” and complete it for the poem “Jabberwocky.” If you cannot
access a printer, simply respond to the questions in your
notebook.

Instructions: Complete this reading activity with a partner (friend
or relative), if possible. If no one is available, write your
responses to the questions in your notebook. Reread the first part
of the poem “Jabberwocky,” stopping where it says “Stop!” in red.
Follow the directions given in the first “Stop!” section. You can
write your answer in your notebook. Continue reading, stopping at
the red sections and responding to the given prompts. Finally,
answer the questions under the “Reflect” section in your notebook.

Instructions: View the Prezi on “Jabberwocky,” paying special
attention to the section on poetic devices. Take your printed copy
of “Jabberwocky” and circle the examples of rhyme scheme,
repetition, imagery, onomatopoeia, alliteration and end rhyme that
you can find in the poem. Use a different color or symbol to mark
each type of poetic device.

Reading this presentation and completing this activity should take
approximately 30 minutes.

Instructions: Read the short biography on Langston Hughes. Read
the poem “I, Too, Sing America” twice: once silently and a second
time aloud. Print out a copy of the poem and read the analysis given
after the poem. If you do not have access to a printer, simply
bookmark the poem so that you can come back to it later. When
finished, you will complete the activities in the next subunits to
further analyze the poem.

Reading these selections and completing this activity should take
approximately 45 minutes.

Instructions: “I, Too, Sing America” is written in free verse, so
it does not have a specific structure or rhythm. It also does not
have complicated vocabulary, so it is easy to understand and
pleasant to read. To gain a better understanding of the poem, print
and complete the “Poetry Analysis Sheet” using “I, Too, Sing
America.” If you do not have access to a printer, simply write your
responses in your notebook.

5.2.2.2 Use of Figurative Language
- Activity: Figurative Language in “I, Too, Sing America”
Instructions: Hughes’s poem is simple and straightforward, so it
does not contain much figurative language. The obvious metaphor is
in the last line when he writes, “I, too, am America.” Based on your
analysis of the poem and Hughes’s biography, write a paragraph
explaining how Hughes IS America and why he chose this particular
metaphor. Use details from the poem, his biography, and your own
knowledge of civil rights history to support your response.

Instructions: Read this biography of Emily Dickinson in preparation
for analyzing one of her poems. When finished with the biography
section, read the other sections on the webpage.

Reading this poem should take approximately 30 minutes.

Standards Addressed (Common Core):

- [CCSS.ELA-Literacy.RI.7.10](http://www.corestandards.org/ELA-Literacy/RI/7/10)
- [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Read the poem “A Bird Came Down the Walk” (also known
as “In the Garden”) twice: once silently and a second time aloud.
Print out a copy of the poem or bookmark the poem so that you can
access it later.

Instructions: The poem “A Bird Came Down the Walk” is written with
specific rhyme and meter patterns. Look over the poem from the
previous subunit and notice where words rhyme. It does not have
complicated vocabulary and strong sensory images. To gain a better
understanding of the poem, print and complete the “Poetry Analysis
Sheet” from the link above. If you are unable to print, simply write
the responses to the analysis sheet into your notebook.

5.2.3.2 Use of Figurative Language
- Activity: Figurative Language in “A Bird Came Down the Walk”
Instructions: Dickinson’s poem has strong sensory images as she
describes the bird’s appearance and action. Her poetry is often full
of figurative language. Take your printed version of the poem and
underline the similes. Circle an example of personification in the
final stanza (last four lines). As an alternative to printing, you
can write the poem into your notebook and then mark the text.
Finally, write a well-developed paragraph or two explaining the
following: What senses (sight, sound, touch, taste, smell) does
Dickinson’s poem invoke? Use examples from the poem to support your
responses.

5.3 Short Story: “Rikki-Tikki-Tavi” by Rudyard KiplingFigurative language is not just used in poetry. It can occur in novels,
nonfiction, and short stories. You will read a short story by the author
Rudyard Kipling, who also wrote The Jungle Book. This imaginative tale
about a pet mongoose in India is full of strong sensory images and
examples of figurative language. To better understand the story, you
will complete a Webquest, vocabulary exercises, guiding reading
questions, and a figurative language scavenger hunt.

Instructions: To get a better understanding of the story, you will
complete a webquest on the author, the story’s setting, and the
animals involved in the story. Follow the directions for the “Part
1” webquest. Complete all of the activities independently and write
down responses in your notebook.

Instructions: Open the link with vocabulary for the story. Review
the 15 terms and their meanings. After reviewing the vocabulary
twice, write an original sentence for each term. If you cannot
access the website, click
here
for a PDF version of the vocabulary words.

Instructions: Print these guided reading questions, or if you
cannot print, simply respond to the questions in your notebook. You
will complete them as you read “Rikki-Tikki-Tavi” in the following
activity.

5.4 MythologyIn this subunit, you will learn about Greek mythology, which has
greatly influenced modern literature and even media and advertising. You
will review Greek parts of words (roots, prefixes, and suffixes) and
learn about the history of Greek mythology, including the idea of
“hubris,” a fatal flaw. You will learn about the major gods and
goddesses and look at two myths in depth: Hercules and Perseus.

Instructions: Many parts of the words that we use today have their
origins in the Greek language. While reading this article, take
notes on prefixes, suffixes, and root words, including the parts of
given words and their definitions. Using the given lists, put
together five words (for example, the root “psych” and the suffix
“ology” create “psychology”).

Reading this selection, taking notes, and completing this activity
should take approximately 30 minutes.

Instructions: This article discusses the origins of Greek mythology
and why we still read the myths today. Greek mythology often
explores the idea of “hubris,” which is a character’s large ego or
pride. This is seen as a dangerous characteristic that often leads
to a character’s downfall.

Activity: Greek Mythology Questions
Instructions: After reading the previous two articles, answer the
following questions using complete sentences and details from the
articles. Each response should be at least two complete sentences.

Why are myths important to study?

Why do myths often have sad endings?

What do myths teach us?

Who are the main characters in Greek myths?

What are the “Iliad” and the “Odyssey”?

What are some modern examples (television, literature, movies,
etc.) that reference Greek mythology?

Instructions: Now you are going to learn about the major gods and
goddesses in Greek mythology. First, complete the worksheet titled
“Before Beginning Mythology.” When you are finished, open the
PowerPoint presentation titled “Greek and Roman Mythology: A Review
of the Principal Gods and Goddesses.” Take notes while viewing the
presentation, writing down the names of the major gods and goddesses
and their characteristics.

Completing these activities, watching the presentation, and taking
notes should take approximately 1 hour.

Instructions: There are many interpretations of Greek myths such as
Hercules. Do a web search using the terms “Hercules myth” and read
at least three different versions of the story. We are going to
compare the myths you just read with the Disney film Hercules. If
you have not seen the film, try to access a version that you can
watch, through a video provider such as Hulu, Netflix, etc. If you
do not have access to one, try searching for a version or clip
available online. If you cannot access the Disney film, do a web
search using the terms “Hercules myth video” and select any video
versions of the story that allow you to complete the assignment.
Next, click the link above to access the Hercules Movie-Text
Compare-Contrast organizer. Fill in the boxes in the first column
based on the myths you read. Then fill in the boxes in the second
column based on the movie.

Completing this activity should take approximately 2 hours and 30
minutes.

Instructions: With the organizer you completed in the previous
resource on hand, read more about differences between the movie and
mythology versions of Hercules at the link above.
Did you notice the same differences?
Do you agree with why the writer thinks the movie version and myth
versions are different?

- [CCSS.ELA-Literacy.SL.7.2](www.corestandards.org/ELA-Literacy/RL/7/2)
- [CCSS.ELA-Literacy.RL.7.7](http://www.corestandards.org/ELA-Literacy/RL/7/7)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Read this version of the Perseus myth. Just as with
the Hercules stories you studied in the previous subunit, many
versions of the Perseus myth exist. Notice the differences between
this myth and the one enacted in the previous resource. Take notes
as you read, as you will answer questions about the myth in the next
resource.

Reading this selection and taking notes should take approximately
30 minutes.

5.5 Tall TalesIn this subunit, you will learn about “tall tales,” a part of American
heritage. Often created to explain how things work or began (ex: echoes,
the weather in Arizona), tall tales use exaggeration to catch the
reader’s attention. In addition to learning about the history of tall
tales, you will carefully read two classic tales and study how
exaggeration is important in telling tall tales.

5.5.1 Characteristics and Purpose
- Explanation: People and History 1: “American Tall Tales”
Link: People and History 1: “American Tall
Tales” (HTML)(YouTube)

Instructions: Complete the activities for “Day 1.” Watch all five
videos and answer the questions for each. If the videos are
unavailable, you can find alternative versions of the tall tales on
YouTube or TeacherTube. The stories are “Johnny Appleseed,” “Pecos
Bill,” “Paul Bunyan,” “The Brave Engineer - An American Legend,” and
“John Henry.” You will need to conduct online research to answer
some of the questions.

Completing this activity should take approximately 1 hour and 30
minutes.

Instructions: Open “Tall Tales Worksheet and Assignment” and think
about how exaggeration is used in “Paul Bunyan Tames the Whistling
River,” the previous reading. Read the story a second time, filling
out the organizer as you go.

Rereading this story and completing this activity should take
approximately 45 minutes.

Instructions: Open “Tall Tales Worksheet and Assignment” and think
about how exaggeration is used in “Brer Fox Goes Hunting,” the
previous reading. Read the story a second time, filling out the
organizer as you go.

Rereading this story and completing this activity should take
approximately 45 minutes.

Instructions: To complete Unit 5, you need to pass the unit
checkpoint. You cannot use your notes while completing the
assessment. When you are done, check your work with the “Answer
Key”.
In order to pass, you need to get 7 out of 10 possible points. If
you do not pass the first time, review your notes and retake the
test until you do.